SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

Lauren Welker

894926096

Biology

Class Title
Biology

Lesson Title
Aerobic vs. Anaerobic
Respiration

Unit Title

Grade Levels

Cellular Energy

9 , 10 , and 11
th

th

th

Total Minutes
1 period @ 53
minutes

CLASS DESCRIPTION
The class contains 39 students. There are two students who identified as English Learners and five students with
Special Needs. All students on an IEP have preferential seating and are seated located in the front of the room. One EL
student is at Level 3, Intermediate and one student is at Level 4, Early Advanced. Three of the students with special
needs are uncharacterized. Students sit in fours at their lab tables. There is a projector to display presentations and a
classroom set of textbooks. Students will have a student notebook where they write their responses to class
assignments and homework. For this lesson in particular, students have already received information about aerobic
and anaerobic cellular respiration.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
ELD 9 10 I.A.1. Expanding Exchanging
information/ideas: Contribute to class, group, and partner
discussions, sustaining conversations on a variety of age
and grade appropriate academic topics by following turn
taking rules, asking and answering relevant, ontopic
questions, affirming others, providing additional, relevant
information, and paraphrasing key ideas.

NGSS
HS LS2 3 Construct and revise an explanation based
on evidence for the cycling of matter and the flow of
energy in aerobic and anaerobic conditions among
organisms in an ecosystem

ELD 9 10 I.A.1. Bridging Exchanging

information/ideas: Contribute to class, group, and partner
discussions, sustaining conversations on a variety of age
and grade appropriate academic topics by following turn
taking rules, asking and answering relevant, ontopic
questions, affirming others, and providing coherent and
wellarticulated comments and additional information.
ELD 9 10.I.B.5. Expanding Listening actively:
Demonstrate comprehension of oral presentations and
discussions on a variety of social and academic topics by
asking and answering questions that show thoughtful
consideration of the ideas or arguments with moderate
support.
ELD 9 10.I.B.5. Expanding Listening actively:
Demonstrate comprehension of oral presentations and
discussions on a variety of social and academic topics by
asking and answering detailed and complex questions
that show thoughtful consideration of the ideas or
arguments with light support.

Lesson Objective(s)

Students will be able to:

Analyze differences and similarities in aerobic and
anaerobic conditions in a written summary.

Evidence
Students display evidence of understanding for the
conditions of both aerobic and anaerobic respiration to
provide an explanation for their reactants and how the
products get cycled in the atmosphere.

Evaluate and find evidence to support a claim for or

against the use of sports enhancing drugs in
professional athletes.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

Students will be able to engage in argumentation where

they use evidence from reliable sources to provide
evidence for their claims.

Implementation

Feedback Strategy

Brainstorm
Students will be shown a
prompt, What do
anaerobic and aerobic
respiration have in
common & How do they
differ? What happens to
the products of these
two processes? The
brainstorm will be
implemented as a thinkwrite-pair-share activity.

Informal feedback
through a class
discussion. Teacher will
not provide written
comments but will
review students written
response to see if
students are making
progress toward the
learning objectives.

EL

To help students relate

how to
The products of
anaerobic and aerobic
respiration are matter
which get recycled. Also,
the prompt helps
students compare and
contrast the two
processes.

PM

To monitor if students
can make connections in
anaerobic and aerobic
respiration. Students can
practice connecting the
products and their role in
the environment which
adhere to the NGSS
standard for the lesson.

Handout
Students will be
administered handout
which they will have to
complete independently.

Students will receive

feedback by way of
written comments on
their handout. Also,
teacher will hold a quick
discussion about
commonly missed
questions from the
handout.

To engage students in
argumentation which
helps apply real world
application for the
content.

Use of Sport
Enhancing Drugs
Debate
Students will be paired in
groups of 4 to develop
an argument supporting
or rejecting the use of
sport enhancing drugs.
Teacher will assign table
groups their position and
students will have to
collect evidence to
support their claim.
When table groups have
collected sufficient
evidence, then students
will join together with
other table groups who
have the same position
to devise an argument
they will share in front of
the class.

Students will get

immediate feedback in
class from teacher and
peers. Also, the teacher
will provide written
feedback for each group
and their contribution to
the debate.

How Informs Teaching

Informs teacher is
students understand the
big picture of respiration
and how the products
generated go on to get
recycled in the
environment. Through
the share, or discussion
part of the assessment,
informs teacher if
students understand the
real-world application for
respiration and how it is
relevant to students
lives.
PM allows the teacher to
see if students have
learning gaps that need
to be addressed before
students are introduced
to the Summative
assessment. Also,
informs the teacher if
methods were effective
at helping students learn
the content.

Allows teacher to see if

students can relate the
content to real world
application and if
students are proficient in
researching skills.

INSTRUCTION
Instructional Strategies
Indirect Instructional strategies: Students will participate in group discussions after the teacher asks facilitative
questions.
Think-Write-Pair-Share: in the EL assessment and small group discussions in the PM assessment.
Graphic Organizer: Helps students organize complex content and will serve as a study guide/ review
Facultative Questioning: Class will be asked open ended questions that will allow students to participate in a
meaningful discussion about photosynthesis.
Project Based Learning: Students will work in groups of 4 to complete a project on photosynthesis and prepare a class
presentation
(http://www.beesburg.com/edtools/glossary.html#P )

Lesson Introduction/Anticipatory Set

Time
Teacher (T) Does
1.
Teacher will introduce EL assessment.
Teacher will have students brainstorm about
what they know about aerobic and aerobic
Day 1
cellular respiration and write their response
5
in their notebooks. Teacher will facilitate
minute
students to first think about ideas that will
s
address the prompt then, instruct students
to write down their ideas. After think-writepair-share discussions between students
have been concluded, teacher will gain
student attention to facilitate a whole class
discussion about what was shared. If
students responses are short, the teacher
will redirect students to be thinking about
what the products of cellular respiration and
how they relate to the atmosphere/
environment.
Lesson Body
Time
Teacher Does

1.

1.

1.

Day 1
45
minute
s

Teacher will show a quick video to help

students review the main ideas from cellular
respiration,
(https://www.youtube.com/watch?
v=Xp0o19gWX7E) and answer any questions
from students.

Student (St) Does

Students will brainstorm about what they
know about differences in aerobic and
anaerobic respiration. Students should be
thinking of the conditions for aerobic and
anaerobic respiration and how they provide
energy (ATP) for cells and give off carbon
dioxide which get cycled in the atmosphere.
Students will write their response in their
notebooks. Then, students will pair with a
partner to share their written idea. Students
will share with the class when prompted by
the teacher.

Student Does
Students will actively listen during the video
and realize that anaerobic and aerobic
respiration differ in the conditions in which
they occur.

2.

Students will actively listen to the teacher

input and follow along as the teacher reviews
the instructions.

3.

Students should work independently on the

handout. If teacher is not readily available,
students can seek help from their table
group.

2.

Teacher will pass out Handout and go over

directions for the handout.

3.

Teacher will instruct students to work

independently on the handout and circulate
room, asking facilitative questions to
students as they work on the handout.

4.

Students should work diligently on the

handout for 20 minutes and recognize any
unfinished work needs to be completed for
homework.

4.

Teacher will set a timer for 20 mins and

verbally tell the students whatever they do
no finish on the handout needs to be
complete for homework.

5.

5.

When the timer goes off, the teacher will

prep students for the start of their informal
debate on whether professional athletes
should be allowed to use sport enhancing
drugs.

Students should put away their handouts

and listen to instructions for the informal
class debate that will be taking place for the
next couple of days. As the teacher explains,
students should begin thinking about
whether they think professional athletes
should be able to use performance
enhancing drugs.

6.

Teacher will briefly go over a PowerPoint

which has the directions for the requirements
for the debate and pass out the
accompanying handouts. Teacher will answer
any questions as they arise.

Students should watch the teacher give the

PowerPoint and write down any notes about
the debate. If anything about the assignment
is not clear, students should ask for
clarification.

7.

Even though students might have their

personal opinions, students will have to
argue for a position instructed by the
teacher. Students should use computers to
find scholarly sources that support their
claim. As students find credible sources, they
should record their information on their
group handout.

6.

7.

Lesson Closure
Time

Teacher will assign table groups a position for

the arguments and instruct groups to begin
researching for scholarly sources that
support their argument.

Teacher Does

Student Does

1.
Day 1
3 mins

Teacher will inform students when the period

is coming to an end. Teacher will remind
students of their homework and inform
students the proceeding lessons, students
will continue to develop their argument and
prepare for the informal class debate.

1.

Students will write down their homework

assignment and internal reflect if learning
objectives were met.

Instructional Materials, Equipment, and Multimedia

PowerPoint
Projector screen
Student computers with Internet connection
Access to credible websites for reliable sources
Student Notebooks
Co-Teaching Strategies
One Teach One Assist: While students work on their assessments, co teacher should join teacher in helping groups
and asking facilitative questions.
DIFFERENTIATION
English Learners (ELS)
Material will be
contextualized by students
participating in a think-pairshare activity that provides
real life application.
Instructor will speak clearly
and slowly.
Teacher will model thinking
for questions on the
handout as needed.
Handout and Debate
requirements do not
exceed writing abilities of
EL students.
Summative assignment will
allow students to work in
groups

Striving Readers

Students with Special

Needs

On the PM handout, the

teacher will check in with
students to paraphrase the
information in the text.

Students will be asked

facilitative questions
directly by teacher.

Debate handouts serve as

a tool that will help
students process and
decode words associate
with respiration.

Content will be shared in a

way that helps students
contextualize and apply the
topic to personal
experiences.

When researching, students

work in groups to share and
collaborate their research.

Advanced Students

Students will be able to

participate in a group
project (debate) where they
can research and apply
higher thinking to identify
sources that would be
useful to support their
claim.
Facilitative questions will be
asked by teachers such as,
hypothetical scenarios that
will help students think
critically.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

This lesson would be implemented toward the end of the unit because this lesson builds off information
students have already learned about in regards to aerobic and anaerobic respiration. Students first perform
a think-pair-write-share strategy, which will allow all students to first engage in the lesson by reflecting on
know information about these two processes and the conditions in which they occur. In this strategy,
students can think of their own ideas before being influenced by their peers or feeling obligated to agree
with their peers answer. This EL activity will be accompanied by a whole class discussion where the
teacher can redirect and clarify any misconceptions.
The lesson body begins with a video to help students reflect on background information on cellular
respiration before they participate in independent practice on the PM handout. The questions on the
handout aligns with the NGSS standard for the lesson and sets a foundation to get students thinking about
why athletes turn to performance enhancing drugs. The lesson concludes with the implementation of the
epistemic practice for argumentation. The topic for the debate is simple and students will have to defend a
claim assigned by the teacher. In this lesson, students are responsible for working with their table groups
to begin research that students will use to prepare and construct their arguments. Ultimately, students will
use the information in this lesson to create a strong argument supporting or rejecting their claim whether
athletes should use performance enhancing drugs.